Aled Williams BSc( Hons ) MSc PGCHE FCIOB FHEA MInstKT FRSA a.w.williams@salford.ac.uk

1. Open Resources for Built Environment Education (www.orbee.org)Learning Design (A student perspective) Aled Williams BSc(Hons) MSc PGCHE FCIOB FHEA MInstKT FRSA a.w.williams@salford.ac.uk Deputy Director (Construction, Property & Surveying) Centre for Education in the Built Environment

2. Structured Learning Approach(Learning Design) General Principles • Content should be broken down into 5 Credit (or 50 notional learning hours) learning packages. • This allows created materials to be easily repurposed so that the content can be clearly defined and understood (by both academics and learners). • Each learning package is based on the principle of ‘tell me about it’, ‘show me how it works’ and ‘let me have a go’

3. Learning Package

4. Learning Materials • This component contains the theoretical background of a subject normally by reading written material. • The material can be bespoke text and/or presentation written by the module author, or references to existing core text material, or a combination of both.

5. Learning Materials • Introductory presentation: Typically 5-10 minutes long PowerPoint narrative screencast (or equivalent). This introduces the subject material and relates the study to the learning outcomes. • Reading materials: A word document which fills in the background of a subject. • Presentations: These should link explicitly with the reading material (perhaps a theory based presentation) and may also link with scenarios or case studies (a more practically based presentation). • Directed reading: A short summary of reading which learners may wish to access.

6. External resources • Directions on suitable further reading material and resources covering various areas of the learning package - this is intended only as a resource list; it is not a compulsory reading list!

7. Activity: scenarios and problems This section of the learning package requires learners to consider how they might start to apply the learning they have gained from the first section in practice. Developing scenarios allows learners get to apply and contextualise their learning. Scenarios can be relatively simple and test a straightforward understanding of a concept or principle or they can be complex, introducing a variety of contextual variants which test learning at a higher level.

8. Activity: scenarios and problems • Activities based on a series of short scenarios, problems and discussions with indicative model answers. • Learners can reflect once they have made an attempt at the problem and draw down on the discussions. • This can include reference to ways in which the process might differ if they applied their learning in the context of their own work rather than a controlled scenario. • Typically, a learning package will contain 3 reflective activities • Clear guidance provided on how much reflection per task is required/expected of the learner (i.e. duration, format).

9. Activity: scenarios and problems Sharing examples

10. Evidence based case studies • Evidence based case studies provide an opportunity for learners to apply their knowledge to a situation that includes real contextual detail and may not conform to the more managed examples provided as scenarios in the previous section. • Learners will need to engage with the case study and carry out one or more activities that require them to reflect on the material included, making links between theory and practice in context.

11. Evidence based case studies • Case studies may be presented as text, audio or video, or a combination of media. • Learners undertake an activity associated with the case study that requires them to apply what they have learned from the learning materials and scenarios and problems to the case study. • The reflective activity might also ask them to consider how the context of their own work might affect the translation of theory into practice.

12. Evidence based case studies Sharing examples

13. COMPLEXITY Motivation AUTONOMY Realism

14. Assessment and solution • By stage the learners will have already carried our several elements of self-assessment. • Completed model answers to scenario-based questions or problems • Carried out reflection on their approach to scenario-based activities or problems • Undertaken an activity based on a case study including a reflective element • However these self-assessment activities may have been mainly focused on individual elements of study.

15. Assessment and solution • A summative self-assessment should allow learners to gauge their learning over the course of the learning package. • Conclude the learning package with two or three questions posed to students that require them to draw together theoretical and practical learning from the whole learning package to provide a response. • Usually, this would contain an indicative solution, model answer (or equivalent)

16. Value Proposition • Working together (partnership collaboration) • Joint commissioning / shaping of materials • Curriculum to fit your needs • ‘Tailoring’ so that it’s dedicated learning • Modes of study delivery (flexible learning) • Executive training / CPD / accreditation & certification • Block release / blended learning / distance learning • Access to world leading academics and learning specialists • Developing ‘competence & capability’

17. Learning Co-operative What does it all add up to? “.…in the learning co-operative you’re a commissioning partner; you’re a voice in saying actually there’s shared ownership in this and you can shape where we go…” “…we’ll provide a curriculum to fit you and feed in relevant research through the co-operative…”

18. Any Further Questions? • Over to you….